UPX Material - University of Phoenix



University of Phoenix Material

Speech Evaluation and Recommendations Worksheet

Diana’s Hearing Scenario

Watch the video, “Diana’s Language Sample” located on the student website.

List, in the following chart, two assessments you would like to use to evaluate the student.

Describe your rationale for picking these assessments.

|Possible assessments to evaluate this student |Rationale |

|Clinical Evaluation of Language Fundamentals-3 (CELF-3) |This assessment looks at language as a whole. Based on the results |

| |of the assessment, the teacher may administer other assessments to |

| |get more details. |

|Goldman Fristoe Test of Articulation-2 |Teachers or speech pathologists will use this test to measure |

| |articulation of consonant sounds, determine types of misarticulation,|

| |and compare individual performance to national, gender-differentiated|

| |norms. |

| | |

| | |

Assessment Results

The results of the CELF-3 assessment are as follows:

1. Standard Score

0. Receptive Language Score: 50

0. Expressive Language Score: 50

0. Total Language Score: 50

Diana had difficulty understanding and following directions involving attributes, locations, and spatial relationships. She had difficulty formulating and producing grammatically correct sentences, including descriptions, questions, and responses. Diana also did not associate related words correctly. She demonstrated a below-average ability to perceive relationships in the meaning of words and form word associations. Diana also had difficulty immediately recalling spoken language, which could affect her ability to remember the teacher’s instructions in the classroom. She has below-average performance on semantic relationships, indicating that she has difficulty interpreting sentences that make comparisons, identify location or direction, include time relationships, or include serial order.

The result of the Goldman Fristoe Test of Articulation-2 assessment is as follows:

Diana’s articulation is better at the single-word level, but accuracy deteriorates significantly at the sentence level and continues to decrease at the conversational level. Error processes that were identified in Diana’s speech were the following: stridency deletion, cluster reduction, backing, syllable reduction, final consonant deletion (mainly strident sounds), and fronting.

Articulation errors identified were the following: w/l and w/r. It is noted that Diana’s errors can be inconsistent, depending on the position of the phoneme in the word (initial, medial, and final) and the phonetic context in which the sound appears.

Fill in the following chart based on Diana’s assessment results.

List four strategies you would use with Diana in the classroom.

Describe your rationale for using the strategies with Diana.

|Strategies you would use to help this student |Rationale based on assessment results |

|Act as a role model and have Diana repeat the words she is |Diana’s articulation can be inconsistent, and because she has |

|misarticulating. |difficulty understanding, the repetition from a role model will show |

| |Diana what she needs to do. |

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